scholarly journals Training in basic Internet skills for special target groups in non-formal educational settings - conclusions from three pilot projects

2012 ◽  
Vol 20 ◽  
Author(s):  
Andrea Berger ◽  
Jutta Croll
Keyword(s):  
Formal Education ◽  
Disabled Persons ◽  
Special Focus ◽  
Learning Technology ◽  
Digital Inclusion ◽  
Pilot Projects ◽  
Target Groups ◽  
Specific Target ◽  
Information And Communication ◽  
Student Relationship

With the progress of Digital Inclusion, it becomes important to address marginalised groups that face specific barriers in being part of the information society. From 2009 to 2011 within the framework of the nation-wide Initiative Internet erfahren, funded by the German Federal Ministry of Economics, Stiftung Digitale Chancen has accompanied three pilot projects and researched the hindrances and motivations of specific target groups including young migrants from Russia, women in the low-wage sector and disabled elderly people, regarding their use of information and communication technology and related skills. This article describes the teaching methodologies in the training provided in nonformal education settings, exposes the different evaluation methods and sums up the results. A special focus in the discussion is given to the role of the teacher and the relationship between teacher and students as there turned out to be similarities in all three target groups. Understanding the balance between the training and abilities and preferences of the learners will facilitate the further development of training appropriate to those who are still digitally excluded.Keywords: specific target groups in Digital Inclusion; migrants; disabled persons; low-wage sector; barriers towards formal education and technology; student motivation; trainer student relationship(Published: 19 December 2012)Citation: Research in Learning Technology 2012, 20: 18700 - http://dx.doi.org/10.3402/rlt.v20i0.18700

Segmentation of physician-assisted suicide as a niche tourism market: An Initial Exploration

2021 ◽  
pp. 109634802110116
Author(s):  
Jun Wen ◽  
Edmund Goh ◽  
Chung-En Yu
Keyword(s):  
Content Analysis ◽  
Assisted Suicide ◽  
Emerging Market ◽  
Physician Assisted Suicide ◽  
Target Groups ◽  
Comprehensive Overview ◽  
Policy Makers ◽  
Thematic Content Analysis ◽  
Specific Target ◽  
Initial Exploration

Suicide travel, in which potential suicide candidates visit certain destinations to perform physician-assisted suicide (PAS), is an emerging topic in tourism. Despite noted discrepancies between suicide travel and traditional definitions of tourism, PAS practices in tourism have gained the attention of scholars and practitioners. This type of travel is inherently complex, and its segmentation remains ambiguous. This study examines a sample of PAS-related videos and viewer comments to identify relevant travel segments. Based on two rounds of thematic content analysis, the resultant segmentation offers a preliminary perspective on this emerging market. Theoretically, this study is among the first to provide a comprehensive overview of the roles of PAS practices in tourism in terms of specific target groups. Practically, the findings offer novel insight for industry practitioners and policy makers.

scholarly journals Educators who believe: understanding the enthusiasm of teachers who use digital games in the classroom

2015 ◽  
Vol 23 ◽  
Author(s):  
Colleen Stieler-Hunt ◽  
Christian M. Jones
Keyword(s):  
Elementary Education ◽  
Information And Communication Technologies ◽  
Diffusion Of Innovations ◽  
Pedagogical Issues ◽  
Learning Technology ◽  
Educational Beliefs ◽  
Diffusion Of Innovations Theory ◽  
Positive Attitudes ◽  
Subjective Success ◽  
Information And Communication

This study used qualitative methods to explore why some educators embrace the use of digital game-play (DGP) in the classroom. The results indicated that these teachers had a very strong belief that DGP could be beneficial for learning which stemmed from experiencing their own form of subjective success with using DGP in the classroom, availing themselves of information and advocacy about using DGP in the classroom and personal experiences with DGP either through their own DGP or through watching their own children play games. They also shared positive attitudes towards information and communication technologies generally and had initially been invited to use DGP in the classroom by someone in authority. Their use of DGP was also something that they felt made them different to other teachers. Applying these findings to Rogers’ Diffusion of Innovations theory predicted that the diffusion rate of using DGP in the classroom will continue to be slow. Finally, this study indicates that teachers need to experience their own form of subjective ‘success’ in order to find DGP valuable and this subjective ‘success’ often goes beyond test score performance.Keywords: game-based learning; video games; elementary education; secondary education; educational beliefs; pedagogical issues(Published: 4 September 2015)Citation: Research in Learning Technology 2015, 23: 26155 - http://dx.doi.org/10.3402/rlt.v23.26155

scholarly journals PHILOSOPHICAL AND METHODOLOGICAL PROBLEMS OF PERSONALISED EDUCATION OF ADULTS IN TERMS OF POSTMODERN PLURALISM

2020 ◽  
Vol 7 (7(76)) ◽  
pp. 7-11
Author(s):  
Nadezda Efimovna Bulankina
Keyword(s):  
Adult Education ◽  
Leadership Development ◽  
Formal Education ◽  
Industrial Society ◽  
Learning Technology ◽  
Professional Programs ◽  
Professional Activities ◽  
Economic Framework ◽  
Self Organized ◽  
Post Industrial

This research is devoted to the study of the methodology of personalized adult education in the value context of the historical and cultural epoch of Russia and the world as a whole, presented in the scientific and pedagogical discourse reflecting the pluralistic specifics of post-industrial society. The purpose of this study is to determine the specifics of personalized training and additional professional programs "Linguistics and Intercultural Interaction" in the formal education system being limited with temporal and economic framework designed to prepare graduates to meet the new professional activities of an educator. The problem field of this research is related to the theoretical and practical justification of the use of the methodology of language and cultural pluralism, as well as the pluralism of goals, objectives and content of adult education, focused on innovation and leadership development, on creative approaches to thinking, especially in school, where resources are limited, and subject to constant changes. The objectives of the research are threefold: a) to develop the principles of program development, b) the corpus of personalized humanitarian practices for organizing the event learning spaces of creative interaction of the participants, and c) to facilitate the stages of implementation of updated programs, and methodological content of training, as well as organizational difficulties associated with the formation of new professional competencies of the graduates of the programs in a new socio-cultural transforming space. In conclusion, the main results of the study at different stages of implementation of personalized learning technology are formulated, and the prospects for using them in the format of remote learning and elearning are outlined for self-organized professional development.

scholarly journals Inclusão digital via acessibilidade web | Digital inclusion via web accessibility

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Cesar Augusto Cusin ◽  
Silvana Aparecida Borsetti Gregorio Vidotti
Keyword(s):  
Information And Communication Technologies ◽  
Information Science ◽  
Web Accessibility ◽  
Communication Technologies ◽  
Information Architecture ◽  
Digital Information ◽  
Digital Inclusion ◽  
New Information ◽  
Information And Communication ◽  
Science Information

Resumo A natureza atual da web, que destaca a participação colaborativa dos usuários em diversos ambientes informacionais digitais, conduz ao desenvolvimento de diretrizes que enfocam a arquitetura da informação digital inclusiva para diferentes públicos nas mais diversas ambiências informacionais. A pesquisa propõe e objetiva um ambiente informacional digital inclusivo, visando apontar os elementos de acessibilidade que permitam a promoção da inclusão informacional digital, de forma a destacar os referenciais da Arquitetura da Informação Digital, de recomendações internacionais, com o olhar da Ciência da Informação e das novas tecnologias de informação e comunicação (TIC).Palavras-chave inclusão digital; web; acessibilidade; ciência da informação; arquitetura da informação.Abstract The current nature of the web, which highlights the collaborative participation of users in various digital informational environments, leads to the development of guidelines that focus on the digital inclusive information architecture for different audiences in diverse informational environments. The study proposes an inclusive digital information environment, aiming to establish the elements of accessibility that  enable the promotion of digital inclusion information in order to highlight the references of digital information architecture, the international recommendations, with the perspective of Information Science and the new information and communication technologies (ICT).Keywords digital inclusion; web; accessibility; information science; information architecture.

scholarly journals Evolution of the framework for 21st century competencies

2013 ◽  
pp. 10-24
Keyword(s):  
Information And Communication Technologies ◽  
21St Century ◽  
International Organizations ◽  
Conceptual Models ◽  
Communication Technologies ◽  
Educational Policies ◽  
Special Focus ◽  
Information And Communication ◽  
Ict Competencies

This article presents the successive changes and evolution of the frameworks for 21st century competencies, since the appearance of the first conceptual models during the final years of the last century, and also it is a review of the competencies that are needed in the 21st century with a special focus on the Information and Communication Technologies (ICT) competencies. The included frameworks have been elaborated by diverse institutions such as international organizations, private consortia and also governments as a guideline for educational policies in elementary and secondary schools. Later, the frameworks are compared and analyzed according to a classification of the competencies into general categories, in order to visualize some trends and obtain some insights about the direction they are heading. Finally, it provides some suggestions for the conception of future frameworks.

scholarly journals ZonaTIC: Sitio web para la divulgación de la ciencia de las TIC en pro de la inclusión digital

2019 ◽  
pp. 14-18
Author(s):  
Apolinar Trejo-Cuevas ◽  
Gerardo Parra-Rodríguez ◽  
María Teresa Díaz-Robledo ◽  
Javier Jesús Torres-Yáñez
Keyword(s):  
Information And Communication Technologies ◽  
Web Applications ◽  
Teaching Strategy ◽  
Project Based Learning ◽  
Design Development ◽  
Digital Inclusion ◽  
Analysis And Design ◽  
Information And Communication ◽  
Waterfall Model ◽  
The University

Objective. Implement a website that allows the outreach of the science of Information and Communication Technologies to the staff of the university community of the UTNG to facilitate digital inclusion, taking advantage of the current infrastructure that the university has, as well as its human capital. Methodology. The adopted development model was a concurrent model: For the Frontend development the spiral model was used, which facilitates its design through the stages of prototyping, analysis and design. On the other hand, for the development of the Backend, the waterfall model was used, given the nature of the project, where the requirements are pre-established and with few changes. The phases of this model are: (Requirements. Survey of requirements, Design. Development of the database and class diagrams, Implementation Coding, Check. Tests, Maintenance. Correct errors in functionality) Contribution. Implementation of project-based learning (PBL) as a motivational teaching strategy in the development of web applications. Use of robust development tools used today by software factories, such as: Java, Spring, HTML5, CSS3, and Apache Maven; all this under a Model View Controller architecture.

scholarly journals A inclusão digital no ensino de Ciências: analisando laboratórios virtuais de aprendizagem

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Aline Jaime Leal ◽  
Lenira Maria Nunes Sepel
Keyword(s):  
Science Teaching ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Communication Technologies ◽  
Learning Objects ◽  
Digital Inclusion ◽  
Cd Rom ◽  
Information And Communication ◽  
Learning Labs

Resumo: Os Laboratórios Virtuais de Aprendizagem (LVA) são páginas web, softwares ou CD-ROM que contêm um conjunto de objetos de aprendizagem, os quais possibilitam a realização de atividades experimentais, preferencialmente, através da simulação de equipamentos, materiais e variáveis. Este trabalho foi realizado com o objetivo de descrever características relevantes para que um LVA auxilie o processo de ensino e aprendizagem de Ciências. Para isso, foram selecionados 30 artigos científicos, publicados entre 2001 e 2015, que aplicaram LVA no Ensino de Ciências, compreendendo as três subáreas: Biologia, Física e Química. Esses artigos abrangeram três idiomas (Espanhol, Inglês e Português) e foram selecionados por apresentarem pesquisa de opinião dos usuários e/ou avaliação da aprendizagem dos alunos após o uso do LVA. Analisou-se os LVA quanto a conteúdo abordado, nível de ensino a que foi destinado, recursos didáticos disponíveis, formato, metodologia empregada na sua aplicação e tipo de avaliação a que foi submetido (opinião do usuário e/ou aprendizagem dos alunos). Desta forma, a partir da opinião dos usuários (alunos e professores), bem como das concepções dos autores dos trabalhos analisados, identificou-se que determinadas características são consideradas relevantes para um LVA facilitar o processo de ensino e aprendizagem de Ciências. Dentre elas, destacam-se: apresentar o conteúdo teórico de forma clara e sucinta; ser fácil de usar para promover a inclusão digital de seus usuários; ser atrativo e interativo para despertar o interesse e motivação dos alunos, bem como a comunicação entre seus usuários; apresentar vários métodos avaliativos para acompanhar o processo de aprendizagem dos alunos.Palavras-chave: Tecnologias da Informação e Comunicação. Atividades práticas experimentais. Laboratório Virtual de Aprendizagem.  DIGITAL INCLUSION IN SCIENCE TEACHING: ANALYZING VIRTUAL LEARNING LABORATORIESAbstract: Virtual Learning Labs (LVA) are web pages, softwares or CD-ROM which contain a set of learning objects which allow carrying out experimental activities, preferably through simulation of equipment, materials and variables. This work was conducted with the aim of describing relevant features for which a LVA helps the process of teaching and learning of Science. For this purpose, 30 scientific articles have been selected, published between 2001 and 2015, applied LVA in Science Teaching, comprising three sub areas: Biology, Physics and Chemistry. These articles covered three languages (Spanish, English and Portuguese) and were selected for containing users opinion survey and/or learning evaluation of the students after using LVA. LVA was analyzed relating to the content, teaching level to what it was intended, available didactic resources, format, used methodology in your application and type of assessment to that it was submitted (opinion of the user and/or students' learning). In this way, from the opinion of users (students and teachers), as well as the authors' conceptions of analyzed works, it was identified that certain characteristics are considered relevant for LVA facilitates the process of teaching and learning Science. Among these features it can be highlighted: to introduce the theoretical content in a clear and succinct way; to be easy to use to promote digital inclusion of users; to be attractive and interactive to awaken students’ interest and motivation, as well as the communication between their users; to introduce several evaluation methods to monitor the learning process of the students.Keywords: Information and Communication Technologies. Practical experimental activities. Virtual Learning Lab.

scholarly journals La colaboración mediada por tecnología como estrategia para potenciar visitas guiadas

2020 ◽  
Author(s):  
◽  
Analía Roxana Dávila
Keyword(s):  
Information And Communication Technologies ◽  
Formal Education ◽  
Science And Technology ◽  
Communication Technologies ◽  
Open Science ◽  
Face To Face ◽  
Technology Centers ◽  
Use Of Technology ◽  
National University ◽  
Information And Communication

It is proposed to analyze the scope and limitations that Information and Communication Technologies (ICTs) offer as collaboration mediators; and enhancers of innovative experiences in non-formal education spaces. To this end, it is proposed to implement a methodology mediated by ICTs to promote and achieve greater use of the guided visits to the interactive science and technology centers. The work contemplates, firstly, carrying out a bibliographic inquiry and background review of interactive science and technology centers in different Ibero-American countries and secondly, it is proposed to design a methodology to enhance collaboration mediated by technologies in the framework of visits to centers interactives and then apply this methodology to a particular case study to measure its impact. The experience will take place at the Open Science and Technology Interactive Center (CICyT) of the National University of Lanús and proposes, through a specific intervention, comparatively analyzing 3 types of guided visits: a) traditional in-person visit format, b) visit face-to-face with instance of collaboration activities without the use of technology, c) interaction mediated by ICTs prior to the visit, face-to-face visit with use of ICTs, and instance of interaction mediated by ICTs after the visit, which will then be contrasted with the antecedents and theoretical studies found in the bibliography.

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